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dc.contributor.advisorJoshi, R. Malatesha
dc.creatorAllaith, Zainab A.
dc.date.accessioned2013-10-03T14:43:26Z
dc.date.available2015-05-01T05:57:08Z
dc.date.created2013-05
dc.date.issued2013-04-05
dc.date.submittedMay 2013
dc.identifier.urihttp://hdl.handle.net/1969.1/149385
dc.description.abstractThe present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students’ reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students’ habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectreadingen
dc.subjectengagement in readingen
dc.subjectreading achievementen
dc.subjectreading comprehensionen
dc.subjectshared readingen
dc.subjectshared book readingen
dc.subjectindependent readingen
dc.subjectleisure readingen
dc.subjectfree readingen
dc.subjectsilent readingen
dc.subjectaccess to printen
dc.subjectnumber of booksen
dc.subjectlibraryen
dc.subjecthomeen
dc.subjectschoolen
dc.subjectfourth gradeen
dc.subjectCanadaen
dc.subjectAlbertaen
dc.subjectBritish Columbiaen
dc.subjectNova Scotiaen
dc.subjectEnglanden
dc.subjectUSAen
dc.subjectNew Zealanden
dc.subjectInternational Reading Literacy Studyen
dc.subjectPIRLSen
dc.subjecthierarchical linear modelingen
dc.subjectHLMen
dc.titleEngagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakersen
dc.typeThesisen
thesis.degree.departmentTeaching, Learning, and Cultureen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberMcTigue, Erin
dc.contributor.committeeMemberSmith, Dennie
dc.contributor.committeeMemberThompson, Bruce
dc.type.materialtexten
dc.date.updated2013-10-03T14:43:28Z
local.embargo.terms2015-05-01


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